Exploring Teaching Strategies in Open Distance and eLearning: Addressing Challenges, Embracing Innovations, and Identifying Best Practices

Hennades T. Tabe

doi:10.25159/2663-5895/17452

Authors

Hennades T. Tabe University of Johannesburg https://orcid.org/0000-0002-4910-8659

DOI:

https://doi.org/10.25159/2663-5895/17452

Keywords:

digital divide , educational landscape, open distance and e-learning, ODeL , pedagogical innovation , technological integration , technological barriers, higher education transformation

Abstract

This conceptual article delves into the multifaceted landscape of teaching strategies within the context of open distance and e-learning (ODeL), aiming to identify challenges, explore innovations, and delineate best practices towards higher education transformation. ODeL is an educational approach that enables students to engage in their studies through online platforms. With the pervasive integration of technology in education and the growing popularity of online learning platforms, understanding effective teaching methodologies in ODeL environments is paramount. The study synthesises the best practices gleaned from successful ODeL initiatives worldwide, encompassing pedagogical strategies, learner-centred approaches, technology-enhanced strategies, and scaffolded and adaptive learning. Grounded in conceptual and theoretical arguments, this study examines the myriad challenges faced by educators in applying ODeL, including issues related to learner engagement, assessment, and the digital divide. The article reveals challenges faced by practitioners, including technological barriers, learner engagement issues, and pedagogical adaptability constraints. However, amidst these challenges, innovative strategies emerge, such as the integration of gamification elements and interactive simulations to enhance student participation and comprehension. The study recommends, among others, the need to strengthen learner support structures and leveraging research insights to promote inclusive and effective ODeL practices globally. By integrating these insights, the study offers practical guidance to educators, administrators, and policymakers seeking to enhance teaching effectiveness and optimise learning outcomes in ODeL settings. The study therefore contributes to the ongoing conversation on pedagogical innovation in ODeL and underscores the imperative for continuous adaptation and improvement in response to evolving educational landscapes.

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